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Savoir Et Pouvoir Dans Le Contexte De Djibouti : Des Configurations Éducatives Entre Constructions De Savoir Et Relations De Pouvoir Daher Ahmed Farah

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Savoir Et Pouvoir Dans Le Contexte De Djibouti : Des Configurations Éducatives Entre Constructions De Savoir Et Relations De Pouvoir Daher Ahmed Farah Savoir et pouvoir dans le contexte de Djibouti : des configurations éducatives entre constructions de savoir et relations de pouvoir Daher Ahmed Farah To cite this version: Daher Ahmed Farah. Savoir et pouvoir dans le contexte de Djibouti : des configurations éducatives entre constructions de savoir et relations de pouvoir. Education. Conservatoire national des arts et metiers - CNAM, 2018. Français. NNT : 2018CNAM1183. tel-01941729 HAL Id: tel-01941729 https://tel.archives-ouvertes.fr/tel-01941729 Submitted on 2 Dec 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. ÉCOLE DOCTORALE ABBÉ-GRÉGOIRE Centre de recherche sur la formation THÈSE Présentée par Monsieur Daher AHMED FARAH Soutenue le : 11 septembre 2018 Pour obtenir le grade de : Docteur du Conservatoire National des Arts et Métiers Discipline/Spécialité : Sciences de l’Éducation/Formation des adultes Savoir et pouvoir dans le contexte de Djibouti : des configurations éducatives entre constructions de savoir et relations de pouvoir THÈSE dirigée par : ROQUET Pascal Professeur des Universités en Sciences de l’Éducation, Cnam RAPPORTEURS : -BEZILLE Hélène Professeure Émérite des Universités en Sciences de l’Éducation- Sciences Sociales et STAPS, Université Paris Est Créteil -ARDOUIN Thierry Professeur des Universités en Sciences de l’Éducation, Université de Rouen JURY : Présidente : JORRO Anne Professeure des Universités en Sciences de l’Éducation, Cnam Membres : -BEZILLE Hélène -ARDOUIN Thierry -ROQUET Pascal 1 A ma famille, à mes amis et à vous tous que j’aime 2 Remerciements Je remercie tous celles et ceux qui, de près ou de loin, m’ont soutenu dans ce travail de thèse. Je remercie particulièrement ma famille et mes proches qui m’ont soutenu avec affection et constance. Je remercie tout aussi particulièrement mon directeur de thèse, Monsieur le Professeur des Universités Pascal ROQUET qui, après avoir été mon enseignant de sociologie en Master à l’Université Lille I, m’a accompagné avec exigence et bienveillance au long de ces années de recherche jalonnées de vicissitudes liées à mon engagement politique à Djibouti. Malgré les arrestations, détentions et autres persécutions qui m’ont été infligées et ont retardé d’autant l’avancement de mes travaux, il n’a cessé de croire en moi. Je remercie également l’équipe du laboratoire CRF (Centre de recherche sur la formation) du Cnam et sa directrice, Madame la Professeure des Universités Anne JORRO, qui m’ont accueilli et permis de travailler dans une atmosphère stimulante. Je remercie encore le laboratoire LIRDEF de l’Université Montpellier III qui m’a accueilli durant la première année de thèse. Je n’oublie pas les acteurs du terrain de recherche qui, à un titre ou à un autre, ont contribué à mon investigation. Ni les doctorants et autres chercheurs au contact desquels j’ai pu m’enrichir. Que tous trouvent ici l’expression de ma profonde gratitude. 3 Résumé Cette thèse s’attache à éclairer un objet peu investigué par la recherche à et sur Djibouti : les liens entre savoir et pouvoir dans un contexte où interagissent tradition pastorale de type nomade et non-tradition sédentaire d’origine coloniale. A partir de constats d’expérience et de l’hypothèse par eux suggérée que savoir et pouvoir ont des liens, elle examine, selon un cadre théorique multiréférentiel (au sens de Jacques Ardoino), et (entre autres sources) par une approche ethnographique précédée d’une démarche exploratoire par entretiens semi-directifs : l’éducation traditionnelle, l’éducation scolaire d’origine coloniale ainsi que l’impact de la scolarisation sur les rapports sociaux traditionnels. Elle met en lumière les configurations éducatives traditionnelles et repère des liens organisés par l’âge entre savoir non-écrit (savoir ancestral) et pouvoir. Elle pointe l’école et ses configurations éducatives où s’acquiert un savoir qui, selon une logique largement déconnectée de l’âge de ses bénéficiaires, confère du pouvoir. Elle montre que, dans le contexte colonial et postcolonial, la scolarisation, par le savoir qu’elle transmet et le pouvoir lié à ce savoir en termes de possibilités, impacte les rapports sociaux traditionnels. En effet, dans l’espace dominant qu’est la ville coloniale puis post-coloniale, les pasteurs autochtones scolarisés se retrouvent en position haute à l’égard de leurs compatriotes non-scolarisés, y compris lorsque ces derniers sont plus âgés qu’eux. C’est, par exemple, le cas à l’endroit de leurs propres parents si ceux-ci n’ont pas fréquenté l’école. Cela crée un renversement de situation par rapport au postulat traditionnel qui veut que le sujet soit plus ‘’sachant’’ que les moins âgés que lui et donc les parents plus ‘’sachants’’ que leurs enfants. Les résultats de la thèse apparaissent plutôt transposables dans des contextes comparables, notamment en Afrique. Enfin, sont repérés dans cette recherche, non sans quelque relation avec l’objet investigué, des phénomènes sociaux à l’œuvre à Djibouti, et peut-être pas seulement à Djibouti : effets du changement climatique, une montée de la religiosité, une catachrèse des objets et lieux urbains par les pasteurs, une pratique sociale autour de la consommation du khat que nous appelons le khater, ou encore un sentiment de régression qui, en ville comme à la campagne, traverse les lieux de sociabilité. Ce sont là autant de perspectives intéressantes de recherche. Mots clés : Liens savoir/pouvoir, éducation traditionnelle/éducation scolaire, impact de la scolarisation, rapports sociaux traditionnels, configurations, lieux de sociabilité 4 Résumé en anglais This thesis is aimed at clarifying a topic poorly investigated by research in and on Djibouti: the links between Knowledge and Power in a context where have been interacting nomadic pastoral tradition and non-tradition of colonial origin. From findings of experience and the hypothesis based on them that Knowledge and Power have links, the thesis examines, in a multi-referential theoretical framework (within the meaning of Jacques Ardoino), and (among other sources) through an ethnographic approach preceded by a semi-structured interview-based exploration: Traditional Education, School Education of colonial origin as well as the Impact of the Schooling on the Traditional Social Relations. It brings to light the Traditional Educational Configurations and reveals age-structured Links between non-written Knowledge (Ancestral Knowledge) and Power. It also points at School and its Educational Configurations where is acquired a Knowledge which, in a way widely disconnected from its recipients’ age, gives Power. It shows that, in the colonial and postcolonial context, Schooling, through the Knowledge it gives and the Power linked to this Knowledge in terms of opportunities, impacts Traditional Social Relations. In fact, in the dominant colonial and postcolonial urban area, i.e the town, the schooled pastoralists are in higher position compared to their non-schooled fellow natives, even if the latter are older than them. It’s, for example, the case toward their own parents if these have not attended school. This creates a reversal situation compared to the Traditional Pastoral Assumption that the Individual knows more than those younger than him and so do the parents with regard to their children. The results of the thesis appear rather transferrable into similar contexts, especially in Africa. Finally, are pointed at in this research, in some relation with the topic investigated, social phenomena at work in Djibouti, and perhaps not only in Djibouti: Climate change effects, Rise of religiosity, Catachresis of Urban Items and Places, a Social Practice around the Consumption of Khat that we call the Khating, or a Sense of Regression which is shared in rural and urban Places of Sociability. These are interesting directions of research. Key words: Links Knowledge/Power, Traditional Education/School Education, Impact of the Schooling, Traditional Social Relations, Configurations, Places of Sociability 5 Table des matières Remerciements ......................................................................................................................... 3 Résumé ...................................................................................................................................... 4 Résumé en anglais .................................................................................................................... 5 Table des matières .................................................................................................................... 6 Liste des tableaux ..................................................................................................................... 9 Tableau 1 : Analyse des entretiens exploratoires .................................................................. 9 Tableau 2 : Grille d’analyse des données de l’observation et autres matériaux ................ 9 Tableau 3 : Analyse des données de l’observation et autres matériaux .............................. 9 Tableau 4 : Ce qui ressort de cette recherche
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